Strategic Improvement Plan Inverclyde Council Education Services Establishment Name: St Ninian’s Primary Head of Establishment: Mary Reilly Date:September 2012

What is our current position? Values As part of our work to put the Gospel values into action, we embarked on the task of becoming a Rights Respecting school. We achieved Level 1 status in June We have made a start on implementing the religious education programme in line with ‘This is our Faith’. Children have ‘a voice’ through membership of various groups such as Pupil Council, Rights Respecting, and HWB groups. Totality of the Curriculum There are many extra-curricular activities available for the children. Children’s achievements are recognised through the Roll of Honour and at whole school assemblies. With regard to the ethos of the school, the Lead Assessor of Eco Schools Scotland recently stated: ‘I sensed a warm, welcoming and inclusive atmosphere in St Ninian’s Primary.’ We are updating our thematic approach to further opportunities for interdisciplinary learning. Learning and Teaching The majority of class teachers have been trained in co- operative learning approaches which they use to increase children’s confidence and self-esteem. The active involvement of children in their learning continues to be developed. The work undertaken by school staff and external partners in science and music has enhanced the active engagement of children in their learning. Entitlements Children have organised a variety of enterprising activities which have involved parents and members of the community. We have begun to identify opportunities for children to apply their N&M learning in real-life contexts, and to help children achieve at the highest levels through appropriate challenge or support. We are committed to supporting children at the transition stages through the Nursery Buddy Programme and cluster working. Assessment A range of AiFL strategies are used throughout the school. Good progress has been made in the further development of self-evaluation. Children at all stages of the school are involved in evaluating learning and teaching, the results of which are used to identify next steps and plan future learning. Children are able to talk more confidently about what they have been learning. We have started to develop a tracking system using the PIPs data alongside teacher assessments. Cluster moderation activities have been undertaken for Literacy and English. Personal Support There are good arrangements in place to support children, and these are enhanced by strong partnership working with parents and a range of agencies. Teachers continue to vary their teaching styles and differentiate lessons and activities, as far as possible, to include all learners. The ASL teacher and support staff are timetabled to assist children in their learning. Specific transition arrangements are made for children who require additional support. Experiences and Outcomes Work is progressing to ensure children’s knowledge, understanding and skills are furthered in line with the Experiences and Outcomes. New HWB resources have been introduced to develop children’s skills in social and emotional health. The work undertaken to update the thematic approach has allowed for an in-depth look at the Es&Os for social studies and science. The piloting of a new maths resource at the P2 stage has helped staff become more familiar with the N&M Es&Os. GIRFEC ible CitizensConfident Individuals Effective Contributors Ssful Learners Principles CfE principles underpin all curriculum development work which, most recently, has foucsed on Literacy and English. The introduction of novel studies which relate to social studies and science have helped staff to provide relevant reading material, challenge in reading skills and to foster a love of reading.

Where do we want to be? Values Putting the Gospel values into action in the school and local community is a priority. Children and staff demonstrate personal responsibility, compassion and support for others. They actively promote fairness and justice in their dealings with each other and ensure equality of opportunity. Staff demonstrate through their actions that school improvement and raising standards of achievement are of paramount importance. They consistently promote a collective commitment to the highest possible standards. Totality of the Curriculum The school curriculum takes full account of the principles of CfE. It is designed to address and meet the needs of all children, and results in successful learning. Staff plan future outcomes after reflecting on children’s previous learning. They involve children, parents and other partners in planning future learning. Children have a detailed awareness of what they will learn through engaging in planned learning activities. Learning and Teaching Children experience a wide range of learning and teaching approaches. Contexts for learning are challenging and enjoyable and include creative and investigative activities. Staff questioning is skilled and children’s responses are always listened to and used to enhance their learning. Children often demonstrate or explain information/ideas to the teacher or other learners, understanding that being able to do so is a feature of excellent learning. Entitlements Carefully planned learning activities across all areas of the curriculum enable children to develop their skills and capabilities as learners. Detailed tracking of progress takes place at all levels to ensure progress against high expectations. Staff intervene promptly if progress of individual children is not maintained. Children are valued as active partners in their learning and are encouraged to assess the effectiveness of their learning. Assessment Learners have a very clear awareness of their own learning needs, how well they are progressing towards learning targets, the links with previous learning and any action they need to take to improve their work and inform their next steps. Self-evaluation is embedded in the school’s culture, the work of its entire staff, and the children. It is focused on improving learning and reducing barriers to learners. Staff learning and professional development is collaborative and collegiate. Staff recognise and continually keep up to date on what constitutes excellent practice. Personal Support All staff believe that children can learn and improve and that it is possible to improve the performance of the lowest attaining learners. They demonstrate this belief in their attitudes and their work. Staff provide specific support and nurturing for vulnerable learners and those at risk of under-achievement. Staff selectively deploy opportunities for curriculum enrichment to develop the learning of individuals and to enable all children to find and develop their own talents and interests. Experiences and Outcomes The vision and rationale for our curriculum reflects our shared values and very effectively develops the four capacities of CfE. Using interdisciplinary learning alongside subject learning, we have built a curriculum which, in the eyes of staff, children, parents and partners, meets the needs of all learners including those with additional support needs. GIRFEC onsible CitizensConfident Individuals Effective Contributors essful Learners Principles Effective use of the Principles informs the planning of a blend of programmes and studies across curriculum areas or subjects, interdisciplinary studies, opportunities for personal achievement, and learning related to events in the life of the school. The Principles provide a framework for staff, children, parents and partners’ evaluations of the effectiveness of the curriculum as a means of providing high quality learning and achieving the four capacities.

How will we get there ? Values Consolidate development work undertaken to achieve Level 1 status as a Rights Respecting School. Continue to create learning plans for ‘This is Our Faith’ in line with the principles of CfE. Totality of the Curriculum Provide additional extra-curricular activities for the children, for example, music, basketball, dance. Use Glow to allow children, teachers and parents to post and celebrate children’s achievements both within and outwith the school. Learning and Teaching Further develop open-ended questioning and active methodology in Numeracy and Mathematics at all stages of the school. Further develop investigative approach in science learning through P7-S1 transition unit and science week. Continue to use ICT, including Glow, to facilitate active learning. Create and introduce e-portfolios for P7 children. Entitlements Embed an enterprising approach to learning in themes being revised in line with Es and Os. Provide increased opportunities for children to experience personal support and challenge, particularly in Literacy and English and Numeracy and Maths. Implement Nursery Buddy Programme and participate in cluster activities to ensure coherence in children’s learning. Assessment Implement AiFL strategies to give children fuller involvement in reviewing their progress in learning and setting learning targets. Develop summative assessment which will allow for periodic checks on children’s progress within key experiences and outcomes. Personal Support Revise arrangements for the allocation and timetabling of support staff. Enhance arrangements for the monitoring, review and setting of learning targets for children with additional support needs. Use Glow to allow children, teachers and parents to post and celebrate children’s achievements both within and outwith the school. Experiences and Outcomes Continue to develop learning plans in line with Curriculum for Excellence experiences and outcomes. GIRFEC Responsible CitizensConfident Indi Successful Learners Principles Progression Further develop use of PIPs and teachers’ summative assessments in the tracking of children’s progress. Coherence and Relevance Further develop thematic learning, making use of the local area and knowledge of people in the local community. Year 1

How will we get there ? Values Undertake further development to achieve the Advanced Level as a Rights Respecting School. Continue to create learning plans for ‘This is Our Faith’ in line with the principles of CfE. Totality of the Curriculum Embed the practice of children setting their own learning targets. Use curriculum evenings to involve parents and children in the planning of learning. Learning and Teaching Further develop open-ended questioning and active methodology in Numeracy and Mathematics at all stages of the school. Continue to use ICT, including Glow, to facilitate active learning. Create and introduce e-portfolios as per Authority guidance. Entitlements Embed an enterprising approach to learning in themes being revised in line with Es and Os. Provide increased opportunities for children to experience personal support and challenge, particularly in Literacy and English and Numeracy and Maths. Implement Nursery Buddy Programme and participate in cluster activities to ensure coherence in children’s learning. Assessment Implement AiFL strategies to give children fuller involvement in reviewing their progress in learning and setting learning targets. Develop summative assessment which will allow for periodic checks on children’s progress within key experiences and outcomes. Use results of summative assessments in tracking children’s progress. Personal Support Enhance arrangements for the monitoring, review and setting of learning targets for children with additional support needs. Develop use of Glow and e-portfolios to allow children, teachers and parents to post and celebrate children’s achievements both within and outwith the school. Experiences and Outcomes Continue to develop learning plans in line with Curriculum for Excellence experiences and outcomes. GIRFEC ponsible CitizensConfident I Effective C Principles Progression Further develop use of teachers’ summative assessments in the tracking of children’s progress in Literacy and English and Numeracy and Maths. Coherence and Relevance Further develop thematic learning, making use of the local area and knowledge of people in the local community. Year 2

How will we get there ? Values Continue Rights Respecting School work through initiating links with an overseas school. Continue to create learning plans for ‘This is Our Faith’ in line with the principles of CfE. Totality of the Curriculum Further develop the use of curriculum evenings to involve parents and children in planning learning. Learning and Teaching Further develop open-ended questioning and active methodology in all areas of the curriculum. Continue to use ICT, including Glow, to facilitate active learning. Create and introduce e-portfolios as per Authority guidance. Entitlements Embed an enterprising approach to learning in themes being revised in line with Es and Os. Provide increased opportunities for children to experience personal support and challenge, particularly in Literacy and English and Numeracy and Maths. Implement Nursery Buddy Programme and participate in cluster activities to ensure coherence in children’s learning. Assessment Implement AiFL strategies to give children fuller involvement in reviewing their progress in learning and setting learning targets. Develop summative assessment which will allow for periodic checks on children’s progress within key experiences and outcomes. Use results of summative assessments in tracking children’s progress. Personal Support Develop use of Glow and e-portfolios to allow children, teachers and parents to post and celebrate children’s achievements both within and outwith the school. Experiences and Outcomes Continue to develop learning plans in line with Curriculum for Excellence experiences and outcomes. GIRFEC Responsible CitizensConfident Indivi Successful Learners Principles Progression Further develop use of teachers’ summative assessments in the tracking of children’s progress in areas of the curriculum other than L&E and N&M. Coherence and Relevance Further develop thematic learning, making use of the local area and knowledge of people in the local community. Year 3

QIs to outcomes (only for guidance and to be used in context of meaningful self- evaluation.) Safe & Healthy 2.2,5.1,5.3,5.7.,5.8, 5.9,9.4 Achieving 1.1,5.1,5.3,5.2,5.4,5.9,9.4, Nurtured 2.1,5.1,5.2,5.3,5.8,5.9,9.4 Active 1.1,2.1,5.1,5.2,5.9,9.4 Respected / Responsible 2.1,3.1,4.1, 5.3,5.6,5.7 Included 1.1,2.1,5.1,5.2,5.3,5.9,9.4